Projekter pr. år
Abstract
In this paper we investigate the role of the local supervisor when implementing a mathematics teacher training program based on Action Learning (Misfeldt et al. 2014, Plauborg et al. 2007). Using data from interviews of teachers, local supervisors and school managers we examine the arising expectations on the local supervisor and how these expectations influence the program’s ability to support teachers in their professional development. We do so by using Clarke’s (2009) Situational Analysis and Arcform notation (Allsopp 2013) to map the actors’ relation to the supervisor. We see that the local supervisor is caught in a tension between expectations from the Action Learning method and the school managers. This hinders schools in anchoring Action Learning as a teacher training method and thereby benefitting its full potential.
Originalsprog | Engelsk |
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Titel | Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10) |
Redaktører | Ghislaine Gueudet, Therese Dooley |
Antal sider | 8 |
Udgivelsessted | Oslo |
Forlag | European Society for Research in Mathematics Education |
Publikationsdato | 2017 |
Sider | 3873-3880 |
ISBN (Elektronisk) | 978-1-873769-73-7 |
Status | Udgivet - 2017 |
Begivenhed | 10th Congress of the European Society for Research in Mathematics Education - Institute of Education, Dublin City University, Dublin, Irland Varighed: 1 feb. 2017 → 5 feb. 2017 http://cerme10.org/ |
Konference
Konference | 10th Congress of the European Society for Research in Mathematics Education |
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Lokation | Institute of Education, Dublin City University |
Land/Område | Irland |
By | Dublin |
Periode | 01/02/2017 → 05/02/2017 |
Internetadresse |
Emneord
- Teacher training
- ArcForm
- Action Learning
- Theory and practice
Projekter
- 1 Afsluttet
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Evaluering af fagdidaktisk kompetenceudvikling
Misfeldt, M. & Haugsted, M.
01/01/2013 → 01/10/2014
Projekter: Projekt › Forskning